Replace attributive subordinate clauses with stand-alone adjectives. Replacing the subordinate part of a complex sentence with a separate definition, expressed by participial turnover Can be replaced by participial turnover
"Lesson Separate definitions" - Is it possible to say that common agreed definitions are always isolated? CARD No. 1. Grass, bent by blows of wind and rain, fell to the ground. Grass, bent by the blows of wind and rain, fell to the ground. Agreed and inconsistent definitions semantic segment common and single definitions isolated and non-isolated definitions highlighting punctuation marks.
“Lesson Separate members of a sentence” - Snow creaked and sang, squealing under the runners. Match the conditions for separating the members of the sentence with examples. Theory + practice. The horses snored with gray-haired manes covered with hoarfrost. Complex work with a literary text: The fields were endless, and only a strip of forest darkened far on the horizon. The snow creaked and sang screeching under the runners.
“Separate members of the sentence” - 6. Among sentences 19-23, find a sentence with a separate definition, expressed by participial turnover. 1. Among sentences 1-5, find a sentence with a separate common definition. 7. Among sentences 19-23, find a sentence with separate single definitions. 5. Among sentences 13-19, indicate the sentence with a separate circumstance.
"Separate definitions" - What does the separation of definitions depend on? Let's check ourselves! What tasks do we need to solve? A huge sun, dim and orange, descends into a rapidly growing cloud. Let's check ourselves? What conclusions can be drawn? Definition Answers the questions: what? whose? which the? What are the goals before us? Separate agreed definitions.
"SPP with subordinate clauses" - Serial Parallel Homogeneous. The main thing. Which? NGN with two subordinate clauses 1) time 2) causes With a parallel subordinating relationship. For what? When? Write down the proposal, arrange z. etc., determine the type of subordination, the meaning of subordinate clauses. It was thought that the sky would collapse, that a tornado would come from somewhere.
“Separate members” - Left alone, Alyosha began to examine the hall with attention (A. Pogorelsky). A. Participle turnover. There is a church that is not like any of the previous ones (S. Borodin). 1. The application refers to a personal pronoun. Set the reason for the application to be pegged. 2. The application is common, refers to a proper name and stands after the word being defined.
Russian language lesson in the 11th grade "Separate definitions"
Lesson type: combined
Lesson Objectives:
Educational:
generalization and systematization of knowledge on the topic: "Separation of common and non-common definitions"
familiarity with the rules for replacing the subordinate part of the NGN with the participial turnover
skills formation:
1) highlight intonationally isolated members;
2) carry out a synonymous replacement of isolated members;
3) correctly punctuate with separate members;
4) it is correct to replace the subordinate part of a complex sentence with a separate definition, expressed by participial turnover
control and evaluation of ZUN on this topic
expanding the horizons of students when completing assignments
Developing:
activation of independent activity
development of cognitive activity
development of skills to logically and competently express their thoughts
formation of the need to express one's own opinion
Educational:
communicative education
instilling a culture of communication
raising interest in the subject
During the classes
I. Organizational moment
II. teacher's word
Good afternoon guys. In this lesson, you and I will repeat the conditions for the separation of definitions. In addition, we will get acquainted with the rules for replacing the subordinate part of a complex sentence with a separate definition, expressed by the participial turnover and work out the skills and abilities on this topic.
III . Repetition of previously studied material
1) Group work(at the board and in the field). Separate and non-isolated definitions.
Exercise: Graphically explain the conditions for choosing orthograms and punctograms.
Dark (blue ..) mountain peaks pitted with m..rshchiny p..covered with layers of snow..drawn in the pale sky..slope...
Right ..attractive .. (n, nn) butterflies with light pr .. flew and circled around the lantern.
(Dark blue (compound adjective, denotes color, written with a hyphen) peaks mountains, rice ova foxes (drawn; suffix -ova-) in the pale sky O slope e. (o - connecting vowel; -e - ending; P.p., 2 cl.)
(prefix pre-, unclear meaning, you need to remember; after the hissing under stress in the participle suffix, it is written ё)|, butterflies arrived ( prefix at-, approximation value) and circled around the lantern.
In what other cases are definitions isolated? Give examples with non-isolated definitions.
2. Drawing up proposals for schemes.
Exercise: Indicate the type of subordinate clauses: attributive, explanatory, adverbial.
[…n.], (which…).
[... ch.], (union what ...).
[…decree. sl. there], (union word where ...).
1) attributive clause 2) explanatory clause 3) adverbial clause
What questions do adjectival clauses answer? What word do they refer to?
3 . Synonymous replacement of isolated members by subordinate clauses (oral)
Exercise: replace common definitions (participial phrases) with subordinate attributive clauses connected to the main clauses with a union word which the.
The dark blue peaks of the mountains, which are pitted with wrinkles, covered with layers of snow, were drawn in the pale sky.
Butterflies, which were attracted by the light, flew in and circled around the lantern.
IV. Posting new material
1. Teacher's word
In KIMs in part A (A 28) there is a task for a synonymous replacement of the subordinate part of a complex sentence with a separate definition, expressed by participial turnover.
This replacement is appropriate for conciseness, conciseness of speech, to give the utterance a bookish coloring, to avoid repeating the word which and to eliminate ambiguity in sentences in some cases.
2. Introduction to theory
Can be replaced by participial turnover
Cannot be replaced by participial turnover
1.If pronoun which the is a subject, can be replaced by a real or passive participle (Chorus of bird voices,which was heard out of the woods struck my ears. - The chorus of bird voices coming from the forest struck my ears).
2. If pronoun which the is a minor member of the sentence, can be replaced provided that before the word which the there is no preposition, and the predicate in the subordinate part is expressed by a transitive verb. (She gave me a shard from a vase, whichfound in the garden. - (She gave me a shard from a vase found in the garden).
3. It can be replaced if the predicate in the subordinate part is expressed by the verb in the form of the past tense. (Employees whocoped with work ahead of schedule, will be rewarded. - Employees who complete their work ahead of schedule will be rewarded.)
1. It cannot be replaced if the predicate in the subordinate part is expressed by the verb in the form of the future tense. (Employees whocope with work ahead of schedule, will be rewarded.)
2. It cannot be replaced if the predicate in the subordinate part is expressed by an adjective or a noun. (The boys were afraid of the janitor, who was veryangry .)
3. Cannot be replaced when the subordinate clause is an impersonal sentence. (There are people around us whom we should protect.)
4. It is impossible to replace the subordinate part with a participial turnover if there is a preposition before the allied word. (The road along which the wounded were being transported was very bumpy.)
5. It is impossible to replace the subordinate part with participial turnover if the predicate has a particle would(the participle is not used with a particle - it does not have a mood like a verb ). (We do not have the right to submit for examination a project that would call objections.)
6. It is impossible to replace the subordinate part with participial turnover if the subordinate part is attached using a demonstrative pronoun contained in the main part. (Egor Petrovich was the personificationthose empty people talking about politics and sugar prices).
V. Consolidation of the studied material
1) Group work(at the board and in the field).
Exercise: Explain graphically spelling and punctuation . In which sentence can the subordinate clause of a complex sentence be replaced by a separate definition expressed by participle turnover? Which one is possible? Why?
1. The river, (in) along which we walked, (in) the course .. made many bends in its own way, now and then sharply turned now (in) to the left, then (in) to the right.
along(derived preposition)
did (where? in what?) during (ending -i; noun in P.p., on -i)
to the left (adverb, root -lev-, spelled together)
to the right (adverb, root -right-, spelled together)
(The subordinate part of a complex sentence cannot be replaced by a separate definition, expressed by participial turnover - there is a preposition before the allied word along).
2. The trees near which we were located .. lived, lonely in .. rose among the open field, which was sown .. about birth .. and buckwheat.
Explanation of spelling and punctograms:
Disposable lO well ili - a letter is written O before a consonant well
inh rose - at the end of the prefix we write h, as it comes before a voiceless consonant
zase I amn o - short participle
erysipelas b u - dividing soft sign before Yu
(The 1st clause of a complex sentence cannot be replaced by a separate definition, expressed by participial turnover - there is a preposition before the allied word near, The 2nd subordinate clause of a complex sentence is possible.)
Why is there two letters n in the word sown?(Full passive participle)
2. Development of skills and abilities in determining the possibility / impossibility of replacement the subordinate part of a complex sentence by a separate definition, expressed by participial turnover. (The work is done orally in a chain; a printed task with examples is given to students).
Exercise: In which sentences can the subordinate clause of a complex sentence be replaced by a separate definition expressed by participle turnover? Which ones are possible? Why?
3. Independent work
In which sentence can the subordinate clause of a complex sentence be replaced by a participial phrase?
[He had exactly that mind], (which women like).
[I know the edge], ( v which everything breathes in abundance).
[We turned onto the road], (which led to the river).
[Children went to the pine], (which it was hard not to notice among the firs).
[Take the book] (which is on the top shelf).
[Forest, ( v where the massacre was to take place) was a quarter of a mile from Hanau].
[Pictures, (which can be pasted instead of wallpaper on the walls), piled on the table].
[She dreamed About], (what an interesting life she will have after marriage).
[In all my life I have never met a man], (who would say), (which does not like the sea).
[In the forest, (which grew dark in the distance), only pines grew].
Answers: 1, 2, 4, 6, 7, 8, 9
VI. Lesson summary:
What did you expect from the lesson and what happened? Compare your preliminary goals with the actual results achieved.
What feelings and sensations did you have during the work at the lesson?
What is the main result of the lesson, thanks to which it was achieved?
What difficulties did you encounter and how did you overcome them?
VII. Homework: Complete the tasks on the cards. (Cards are distributed to each student).
Replacing the subordinate part of a complex sentence with a separate definition expressed by participial turnoverFormulation Components:
Complex sentence consists of several parts. It is important to understand the boundary between them. From the main to the subordinate, you can put a question. Since task A6 uses subordinate clauses, most often they are attached with the word which the in one of the forms. It is important to understand what this word refers to.
Separate definition. A definition is what you underline with a wavy line (if you want a more scientific explanation, see the textbook for yourself). Isolated means separated by commas.
^ Participial is a participle with dependent words: "flying low over the parapet".
With each offer, you need to do exactly what is asked in the assignment. How? Very simple.
1) Determine the boundaries of the parts of a complex sentence.
2) Find an allied word (usually "which the") at the beginning of the subordinate clause and determine what it refers to and whether it acts as a subject.
3) Try to replace the subordinate clause with participial turnover: the allied word must be discarded, and the verb replaced with a participle and all dependent words must be agreed with it.
Parsing the example
1) 1 French words and expressions, 2 which penetrate into the Russian language, 1 called gallicisms.
The main part is divided into two parts. 2nd part - subordinate clause: "which penetrate the Russian language". Word "which" refers to the object in the main part ( "French words and phrases"). Therefore, transformation is possible. The modified sentence reads as follows: "French words and expressions,penetrating into Russian , are called gallicisms". This offer has only one part. Fragment "penetrating into the Russian language"- this is a separate definition that answers the question "what?".
2) 1 Environment Wednesday, 2 wherein there are living organisms 1 constantly changing.
Again, the attributive clause is inserted inside the main clause. There is no substitution here! Why? See "tip number 1", he is the key to the task. In the second part, your object ( "organisms") - not the one in the main clause ( "environment"). No matter how hard you believe it, nothing will work. "Environment existing..." Does not work. After all, it is not the environment that “exists”, but organisms. This is the option that must be written down in response (we cross out the second cell in the form).
^ DO NOT change:
If the predicate is in the subordinate clause expressed by the verb in the future tense. Reason: there can be no future participle. Example: "The broker who firstwill feel trend change...
If the adjunct contains an impersonal construct. Example: "These are the rulesmust be remembered ".
If the allied word is in the V. case with a preposition or in the R., D., T., P. case (with or without a preposition). Example: "Painting,for which hunted by the police, finally surfaced on the black market. In doing so, it must be borne in mind that if the allied word is used in R.P with a negative verb, then a replacement is possible! However, such sentences are extremely rare in modern language. Example: "The treasure thatWow (R.P.) so andnot found by pirates, calmly lying under a spreading sequoia" > "The treasure, never found by the pirates..."
If the main part contains a demonstrative pronoun (e.g. "that", "those", etc.) + a noun associated with the allied word ("which"): "He saw on the tablethat mostenvelope which was delivered the day before"(stylistically it would be wrong to say "the same envelope delivered the day before").
If after the predicate in the subordinate part, the particle followswould . Example: "Among the sailors there was not one whowould agree to go to sea again in this weather."
Separate definitions, expressed by participles or adjectives with words dependent on them, are characteristic mainly of book speech. The subordinate clauses of the complex sentence are stylistically neutral; constructions with them are found in any style of speech. Separate definitions and relative clauses can be synonymous. Therefore, under certain conditions, the subordinate part of the sentence can be replaced by a separate definition. (Of course, each turnover has its own stylistic connotations.)
Replacement is possible in the following cases:
1) If the predicate of the subordinate part is in the present or past tense.
2) If the subordinate clause is attached by a relative pronoun ( which, what, what) and this pronoun is in the nominative case:
a) There, in the distance, you can see a lot of There, far away, you can see a lot
th courts, that rock ships, swinging on the chest
on the breast of the sea. seas.
b) I saw piles in the side I AM I saw in the side piles, kam-
stones., which were her, similar to sakli.
go to sakli.
3) If the relative pronoun is in the accusative case without a preposition, and the predicate of the subordinate part is expressed by a transitive verb and does not have an indefinite form denoting the action of a person or object indicated by the subject:
a) That companywhich the commander Company,sent by the commander
sent to take the line, already take the frontier already speaking
spoke. saw.
b) Sopka,which the commander (Replacement is not possible because
decided to take domination- in the predicate there is an indefinite
shaft over the surrounding seats- linen form, denoting
ness. the action of the subject indicated
subject.)
When replacing the attributive clause with a separate definition, the relative pronoun is omitted; in the main part, the demonstrative pronoun is omitted, if any (see paragraph 3, example a); the compound predicate of the subordinate part is replaced by a participle or adjective in full form, consistent with the word being defined (see paragraph 2, example b); the simple predicate of the subordinate part is replaced by a real participle if the relative pronoun is in the nominative case (see clause 2, example a); passive if the relative pronoun is in the accusative case (see paragraph 3, example a). In the case of replacing a simple predicate with a passive participle, the subject of the subordinate part turns into an addition, which has the form of instrumental case without a preposition (see paragraph 3, example a).
Exercise 134. Replace the attributive clauses, where possible, with separate attributives. Write revised sentences; pay special attention to the agreement of the sacrament.
1) A forest that consists exclusively of pine trees is called a forest. 2) The white-pink ridge of the mountains, which was visible from behind the roof, turned pink in the rays of the setting sun. 3) The sight of the land covered by the first snow gladdens the heart of everyone. 4) The air, which was saturated with evaporation, lost its transparency. 5) There was a bloody strip above the sun, on which my
comrade paid special attention. 6) Gerasim felt the familiar smell of ripening rye, which wafted from the dark fields. 7) In some places in the forest there are huge trunks of oaks, lindens, birches and aspens, which were broken by a storm. 8) I chose a spreading tree that would protect me from the rays of the scorching sun. 9) The boat swayed on the waves, which playfully splashed on its sides. 10) I sat on my good horse, and Savelich - on a skinny and lame horse, which one of the city dwellers gave him for free. 11) The sun, which was covered by clouds, was already setting.
§ 105. Complex sentences with subordinate explanatory clauses.
Subordinate clauses of the explanatory refer to such members of the main part of the complex sentence, which are expressed in words that require additional clarification, and are attached to them or unions what, to, as, as if or allied words who, what, where, when, why etc. Explanatory clauses answer all case questions, so they can be likened to objects or the subject.
Not all sentences can attach to themselves explanatory clauses, but only those that include words (most often in the role of a predicate) with the meanings of speech, thought, feeling, evaluation or perception.
EXAMPLES: I. 1) I thought (What were you thinking?) what Konovalov has changed from a wandering life. (M. G.) 2) I want to (what do i want?), so that a feather was equated to a bayonet. (V. M.) 3) I looked out the window andsaw (What did you see?) how a convoy of cars drove through the open gate.(Popov.) (Compare: ... saw that a column of cars drove through the open gate.) 4) She-wolfheard (What did you hear?) as if sheep would bleat in the forest. (Ch.) 5), He wasglad (wh e m u glad?), what he was allowed to get out of bed. (paust.)
II. one) Childrenfeel (What do you feel?) who loves them. (T.) 2) Often Iwanted to guess
(What did you want to guess?), oh what he writes. (P.) 3) They drove up to the hut,ask (what are they asking about?), where here to find the economic part. (Furm.) 4) On the third day, he approached the chief andasked (What did you ask?) when there will be melting.(Popov). 5) Even Ivam fell silent,Not understanding (What do you not understand?) why mother does not laugh. (Semushk.) When it is necessary to highlight what is reported in the subordinate part of the sentence, a demonstrative word is added to the explained word in the main part of the sentence, for example:
It was especiallyit's scary (what was scary?) what doves flew over the fire in the smoke. (Ch.)
Notes. 1. Explanatory clauses with allied words were formed and are formed from interrogative sentences. Subordinate explanatory clauses, which are indirect questions, can join the main conjunction-particle whether , For example: I thought to know, beautifulwhether land. (L.) Subordinate explanatory clauses with allied words who or what (Happywho builds new life; I have heard,what you whispered) go into attributives if a demonstrative word is introduced into the main part that, which acts as a subject or object and therefore has the meaning of a noun: 1) Happythe one who builds a new life . (Compare: Happythe man who builds a new life .) 2) I heardwhat you whispered (Compare: I have heardthat word you whispered .) Unions like, like, like. as if used to express uncertainty, assumption, for example: I heard,as if old judges
seen. (Cr.)
Union to, which contains a particle would, together with the verb-predicate forms the subjunctive mood, therefore the subordinate explanatory clauses with the union to are used with such a main part, in which the predicate has the meaning of requests, suggestions, wishes, orders, for example: We wish that the ray of truth does not fade in the native land,so that a wide wave of knowledge spilled everywhere in him (Pleshch.)(subordinate clauses denote what the speaker wants).
Subordinate explanatory clauses with conjunction to and the subjunctive mood of the verb can still be after such a main part, in which the predicate is negative; in this case, the clause only denotes something possible, for example: I don't believe that your poor daughter, you yourself did not approve of the decision. (N.)
Some subordinate explanatory clauses with conjunction to have a tint of the target value, for example: Levinson ordered,to in the evening, a village gathering together with a detachment gathered to discuss Morozkin's act. (Fad.)(Lsvinson ordered
how? for what purpose?)
Very often, explanatory clauses refer to reflexive verbs with the meanings of speech, feeling, thought, perception. These reflexive verbs are similar to impersonal ones, but with them questions of the nominative case can be raised: seems to dream, seems to be, feels, is conducted, is supposed to be, is considered to be, is done, happens to be, is thought to be, seems to be, is liked, is discovered etc. Some of these verbs are usually used only in the form of the 3rd person singular (felt, conducted, supposed, happens, thinks and etc.)
Explanatory clauses often refer to words of the category of state, modal words and adverbs, which in the main part of the sentence can be part of the nominal predicate: happy, guilty, right. agree, satisfied, happy etc.; known, understandable, clear, strange, surprising, terrible, good, bad, enviable, ashamed, sorry etc., for example:
1) I am very glad you enjoy it . (L.T.) 2) Youguilty alreadywhat I want to eat . (K.r.) 3) It is known that elephants are a curiosity with us. (Cr.) 4) It's a pity , that the weather is stormy today . (AND.) 5) Absolutelyit is clear that an educator who does not have authority cannot be an educator . (Makarenko.)
Subordinate explanatory clauses can refer to verbal nouns correlative with verbs of speech, thought, feeling, perception: message, news, rumor, consciousness, suspicion, thought, fear etc. (if there is no demonstrative word for such nouns, then explanatory clauses have an additional definitive meaning); compare: 1) The thought of that he might make a mistake, prevented him from speaking freely. 2) Spreadhearing that up to a thousand partisans appeared in the area. (Medv.) 3) There wassolution that mobilization does not apply to the heads of departments of the Council. (Fad.) 4) I left Dushat with a pleasantthought that I spend the night in Tiflis. (P.)
Subordinate explanatory clauses can refer to phraseological units: give a word, keep in mind. give a sign, put in blame (in merit), there are rumors etc., for example: 1) Tatyana Afanasyevnafiled brothersign, that the patient wants to sleep (P.)(i.e. warned). 2) About himthere are rumors as if he took up the grain trade and became very rich. (T.)(i.e. say). 3) Hegave his word that he will leave on the first of July, not earlier (Ch.)(i.e. promised).
3. The word can be used as an index word one, For example:
He was only afraid one so that his passport forgery would not be revealed. (S.-SH.)
4. Some explanatory clauses answer questions of indirect cases and are similar to additions, for example: Boris saidthat the plan has been completed. Other subordinate explanatory clauses answer the questions of the nominative case and are similar to the subjects, for example: It seems to me,that you are wrong.
Exercise 135. Read aloud, indicate the clauses of the sentences, the way they are connected with the main part and the meanings; write off by inserting missing letters and punctuation marks.
1) The man said it was time to go. 2) Now he only saw that people were sitting near the fire. 3) Then Vakula noticed that there were no ... dumplings and ... tubs in front of him. 4) Here he felt that his heart was beating strongly. 5) It occurred to grandfather that he didn’t have n ... fire flint n ... tobacco at the ready. 6) They fools took it into their heads that I am their equal. 7) It's a pity that it's cold... 8) Tell Kasyan to lock the gate...r. 9) You should tell the coachman Omelka to nail better leather everywhere. 10) Even in his childhood, he ... saw that the damned thorns and branches scratched so painfully. 11) Your husband doesn't know what kind of walls these are. 12) I will teach you how to find this charter. 13) Solokha thought for a long time where to hide such a dense guest. 14) Where did she go n ... who n ... could say. 15) Oksana knew and heard everything that was said about her and was capricious. 16) Katerina at first n ... listened to n ... what the guest said. 17) Who is he and ... who n ... knew. 18) He received the news that his mother had died.
(N.V. Gogol.)
136. Read aloud, indicate subordinate parts of sentences, the way they are connected with the main part and meanings; write off, inserting the missing letters, placing punctuation marks.
1) Majesty ... the th thunder of the Ukrainian nightingale is pouring in and wonder ... that for a month he heard him in the middle of the sky. 2) It seemed to him that a narrow window in the castle was blown away by fire. 3) I dreamed that my father is the same freak that we saw at the Yesaul. 4) Only one could hear that far, far above the head, a hungry wind was walking along the tops of the trees. 5) This is not something that some Plushkin will sell you. 6) He liked n ... what he read about, but more reading itself. 7) Following these words, the door slammed shut and it was only audible how the iron bolt moved with a squeal. 8) Listen, Katerina, it seems to me that your father does not want to live in harmony with us. 9) I was in the very place where I was born and lived for fifteen years. 10) How painfully hot are those hours when noon shines ... in silence and heat and blue n ... the measurable ocean with a voluptuous dome bending over the earth seems ... fell asleep all sunk in bliss, hugging and squeezing the beautiful in the air.. .yatiyah their! 11) People on whose gloomy faces it seems that a century has not slipped ... a smile spread ... trampled their feet and trembled their shoulders. 12) They also say that the pannochka collects ... t every night of drowned women and looks ... w ... t one by one in each person's face, trying to find out which of them is a witch. 13) I'll see where you can get some slippers that I could put on my leg. 14) Vasilisa Kashporovna, taking Ivan Fedorovich with a mysterious look by the hand, said that she now wanted to talk to him about the matter.
(N.V. Gogol.)
137. Change the simple sentences below into complex sentences. replacing the secondary members of a simple sentence with subordinate explanatory clauses.
1) The students watched with interest behind the work of a complex machine. 2) I love spring and always enjoy looking at cheerful movement of noisy and muddy streams of spring water. 3) The boy liked to read books about kind and brave people, about the life of our ancestors, about their struggle against the enemies of the motherland. 4) Konovalov asked me to read again about execution of Stepan Razin.
138. Make complex sentences in which these direct questions are included as subordinate explanatory (indirect questions).
Sample. Who wrote the novel "Mother"? The teacher asked who wrote the novel "Mother".
1) Who discovered America? 2) In what year was A. S. Pushkin born? 3) How to get to the club? 4) Where to put the book? 5) When will you return from the trip? 6) What do today's newspapers write about?
139. In the following compound sentences, find the adverbial clauses. Determine which word in the main part they are subordinate to, what conjunctions and allied words are used. Rewrite with punctuation marks.
1) To the credit of our national pride, it must be noted that in the Russian heart there is always a feeling to take the side of the oppressed. (G.) 2) The bishop drove by and, seeing the open doors in the church, stopped and sent to ask what was being done. (Hertz.) 3) Little by little, the expectation that something special will happen to him today has strengthened in him. (Ext.) 4) Kazbich imagined that Azamat, with the consent of his father, had stolen his horse. (L.) 5) Everyone knew that Nozdryov was a notorious liar. (G.) 6) Know he cuts does not feel cold. He does not hear that his legs are shivering. (N.) 7) For minutes he thought he was delusional. (Ext.) 8) I'm not used to being spoken to in that tone. (Ch.) 9) She thought, made me a sign with her hand so that I wait and go out. (L.) 10) And she looked from under her brows as he approached, almost not surprised by the meeting, as he took off his straw hat and bowed in a monastic manner - with a humble inclination. (A.N.T.) 11) You are used to seeing me as a girl and it is strange for you when I have a serious face. (Ch.) 12) It’s good when the soul is wrapped in a yellow jacket from inspections. (V.M.) 13) Who should be alive and praised Who should be dead and blasphemous It is known among us toadies Influential only one. (Past.)
140. Read, indicate the relative clauses, clauses of the explanatory and isolated members of the sentence; then write off, placing the missing signs. Insert the missing letters.
There was silence. All that could be heard was the horses snorting and wailing and the sleeping ones snoring; somewhere... close by, one lapwing was crying, and occasionally there was a squeak... of three snipes that had flown in to look at... whether the invited guests had left; the brook murmured softly, burring, but all these sounds did not... break the silence, and... woke up the frozen air, but on the contrary, they took nature into a slumber.
Yegorushka, choking from the heat, which was especially felt now, after eating, ran to the sedges... and from here looked around the area. He saw the same thing that he had seen, and before noon, the river ... in the hills, the sky was a lilac distance; only the hills stood closer and there was no mill that was left far behind. Because of the sk ... leafy hill where the stream flowed rose another smoother and wider; on it was molded n ... a large village of five or six yards. Near the huts it was not visible n ... people n ... trees n ... shadows, as if the village had suffocated in the hot air ... and dried up. Having nothing to do, Yegorushka caught a skr...pacha in the grass, raised him in his fist to his ear and listened for a long time as he played his violin. When he got tired of the music, he chased after a crowd of fat butterflies that flew to the sedge for a watering hole and did not notice how he found himself again near the britzka ....
(A.P.Ch e x o v)
§ 106. Complex sentences with subordinate clauses of degree and mode of action.
Adjacent degrees can indicate the degree of quality. In this case, they are connected using the union what with that part of the main clause that consists of a qualitative adjective and a demonstrative word so (so strong, so loud etc.) or from a qualitative adverb or short adjective and demonstrative word so (so loud, so loud etc.); subordinate degrees answer questions to what degree? to a to?, for example: 1) Ice wasso transparent (d o c o u t e r e p e n i p o r r a -ch n y?), that even up close it was hard to see. (Paust.) 2) Are my black eyebrows and eyesso good (how good is it? to what degree is it good?), that they have no equal in the world? (G.) 3) The door slammed behind herSo loudly (how loud? how loud?) that could not be unlocked. (G.)
Instead of pointing words such and So words can be in the main part to such an extent, to such an extent, to such an extent For example:
1) Shine wasto such an extent (so, before) bright , that hurt my eyes. 2) Hot metal shonebefore that (to such an extent, to such a degree) bright, that hurt the eyes.
Adverbial degrees can indicate the degree of action. In this case, they are attached by the union what to combinations consisting of verbs and demonstrators noted above, for example: Heshouted so (how to? to what degree?), that everyone freaked out. Hechanged so (to such a degree, to d o g o), that it was difficult to recognize him.
Adverbs with union what, pertaining to the combination of a verb with a demonstrative pronoun So, may not matter degree, but mode of action, for example: The boy was dressed(how did you dress?) what everyone took him for a girl . Helooked on meSo (how looked?) that I unwittingly shuddered.
If the subordinate degree with the union what refers to a combination consisting of a demonstrative word such and noun (such a cry, such a noise etc.), then it has an additional definitive meaning, for example: 1) resoundedsuch a cry that everyone flinched (what kind of cry? to what degree of strong cry?). 2) Shine so that it hurts the eyes (how s u b l i s k?
shine?).
Notes. 1. As a demonstrative word in the main parts of some sentences, there may be a pronoun so many, For example: To the peoplepoured out through the streetsso much that the eyes rippled. (G.) (Compare: The people poured into the streetsso much that it dazzled.)
2. Some subordinate clauses with a union have a degree value to. For example: Silvio was toosmart and experienced, so as not to notice ... (P.)(Compare: Silvio was sosmart and experienced, that he could not help but notice.)
3. There is a small group of complex sentences with subordinate clauses of the mode of action, which are attached by an allied word how to combination consisting of a verb and a demonstrative word So, For example:
student everything did as the master ordered.
Exercise 141. Read, indicate subordinate clauses, their relationship with the main clause and meanings. Write off with missing commas.
1) The wind howled with such ferocious expressiveness that it seemed animated. (P.) 2) We got into a conversation apparently so friendly that Ivan Ignatich blabbed out of joy (P.) 3) The snow has already settled so much in places that you can drive over the crust. (S.-SH.) 4) My peasant worked so hard that sweat rolled down from him like hail. (Cr.) 5) The wind with a whistle rushed across the steppe randomly spun and made such a noise with the grass that because of it neither thunder nor the creak of wheels could be heard. (Ch.) 6) All women's hands were so cold that the skin cracked. (M. G.). 7) The heat is such that footprints burn in the sand. (N.) 8) The donkey raised such a gallop that he crushed and trampled everything in the garden. (Cr.) 9) It became so dark in the sky and under the sky that nothing could be seen. (G.) 10) You were so small then that you couldn't even pronounce his name. (G.) 11) The right of printed paper has grown so much that you can’t think of something to wrap in it soon. (G.) 12) The sleeves and upper floors were so greasy and shiny that they looked like the kind of yuft that goes on boots. (G.) 13) I was too happy to keep a feeling of hostility in my heart. (P.) 14) The wind blew in gusts and with such force that it was impossible to stand on your feet. (Ars.) 15) Nejdanov set off to express his opinion without embarrassment without concealment in the end, even so loudly and with such enthusiasm that he obviously worried his neighbor. (T.) 16) The herd is such that it is difficult to count. (Cr.) 17) She saw in him something new that she had never met. (T.) 18) Levko was dumbfounded when he saw that his father was standing in front of him. (G.) 19) Tell Katerina not to leave her son. (G.) 20) No one could say where she went. (G.)
Write off, replacing the qualifying relative clauses with separate definitions. (Don't forget to put punctuation marks where necessary)1. The rowers, who had previously worked vigorously with oars, seemed to redouble their strength.
2. And all the ships that met our boat gave three greeting horns.
3. Cargoes were sent to Vologda, which became the headquarters of the Northern Army.
pointer words. Distinguish between allied words and conjunctions in subordinate clauses.
1. Everyone who was in the summer in the North will always remember the white nights. 2. With whom are those hearts that you ignited life with? Where are those friends whom you helped? 3. But the sky is high and full over those who live hard. 4. And the fact that I did not live in vain and not in vain accepted the battle for me coming will perfectly prove their own fate. 5. A good person is one near whom I can breathe easier. 6. Anyone who saw her for the first time was amazed.
there should be some suggestions
Already late at night, tired, excited, my mother laid me in deep grandmother's featherbeds.
2. Find the application:
There are many of them, spring puddles, large and small, shallow and deeper.
3. Find separate definitions:
For them, strong in spirit, brave and bold, the sea was their home.
I don't know where the line is between friend and friend.
Here is a clearing where I recently collected porcini mushrooms between two streams.
I wanted to go somewhere where I can calmly indulge in my thoughts.
I don't know when it will be.
We get to know friends and relatives at the hour when trouble threatens.
People stop thinking when they stop reading.
When dusk came, I had to return home.
Pushkin writes that Tatyana "in her own family seemed like a stranger girl."
The boat that was approaching the shore was seen by the border guards.
The offensive proceeded as planned in the headquarters.
The sailing ship was far from the coast and went to where the sea and the sky merged into blue infinity.
Mark these statements with a + or - sign (if you agree with the statement - plus, if not, then put a minus
No. Approval +
1. A complex sentence consists of two simple sentences
2. A complex sentence includes a main clause and one or more subordinate clauses.
3. Simple sentences as part of a complex subordinate are always equal.
4. The subordinate clause with the main one is connected with a coordinating or subordinating connection.
5. Subordinating unions or allied words act as means of communication in a complex sentence.
6. Allied words answer questions and perform a syntactic role.
7. Subordinate clauses in a complex sentence, depending on the meaning, are divided into explanatory, attributive, adverbial.
8. The type of the subordinate clause is determined by the union or union word.
9. The type of the subordinate clause is determined by the question posed from the main clause.
10. The main sentence from the subordinate clause in writing is usually separated by a comma, and in oral speech by a pause.
11. In complex sentences with several subordinate clauses, there can be such types of subordination: homogeneous, parallel and sequential.
12. In complex sentences with several subordinate clauses, there can be such types of subordination: coordinating, subordinating and non-union.
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